RE Subject Leader Planning Statement

Teaching Religious Education (RE) in primary schools is essential for fostering a well-rounded and inclusive education.

Article 14 The freedom to practice one's religion is at the core of British Values:

Every child has the right to think and believe what they choose and also to practise their religion, as long as they are not stopping other people from enjoying their rights. Governments must respect the rights and responsibilities of parents to guide their child as they grow up.

           Intent

• To provide a high quality RE curriculum which inspires children to confidently engage with the questions and answers offered by religious and worldviews concerning ultimate questions and Human Responsibility for  children from EYFS to Y6 and beyond.
• To develop an approach which looks at Religions and Worldviews; Humanism secularism and atheism.
• To recognise and explore the diversity which exists within and between religious traditions.
• To develop the skills required to engage with others in dialogue and to cooperate in society with respect and compassion.
• To develop children’s personal reflections, critical responses and connections to faith and belief exploring philosophical, moral and ethical issues.
• To develop the ability to navigate ethical challenges with sensitivity and understanding.
• To incorporate and consolidate cross-curricula skills in Literacy, Art and  Drama

       Implementation

       RE is taught every week in line with the statutory requirement, throughout the school from EYFS to Y6.

• Every year group follows the learning objectives set out in the Hertfordshire Agreed Syllabus for RE for the eight strands – Beliefs & Teaching, Sources of Wisdom, Symbols & Action, Prayer, Worship & Reflection, Identity & Belonging, Ultimate Questions, Human Responsibility and Values, Justice & Fairness. Many of these strands cross and are consolidated in a single lesson
• Rickmansworth Park has a substantial collection of RE artefacts and resources in school and we subscribe to ‘NATRE and  RE Today, an online RE resource with a sustained focus on skills and progression which includes lesson plans and PowerPoints. In addition Art and Drama are used as learning tools for some topics and strands.
• Curriculum Journeys shared with each class every lesson remind pupils of the previous learning they are building on and Vocabulary Progressions highlight new language.
• Other RE enrichment opportunities at Rickmansworth Park include: visitors who are invited to speak to classes/the whole school on a variety of religious aspects relevant to the our learning, school trips, assemblies and workshops, Holocaust survivors and Second Generation speakers and Religious Leaders
• RE is taught in a spiral to support the building on pre-existing knowledge not repetition.
• Where required, adaptations are made for children with SEND to ensure the RE Curriculum is available and engaging to all.

Impact         

• The impact of the consistent teaching of RE is an engaging and enjoyable lesson for all pupils. This fosters a love of RE and encourages critical thinking, repect and a tolerance and curiosity for the people and the world around them where pupils make good progress in their knowledge and understanding.
• The Subject Leader and teaching staff have a sound knowledge of the RE Progression of Skills, knowledge and vocabulary the children should be demonstrating at primary and beyond in KS3.
• Key questioning by teaching staff throughout the lesson as well as observations, annotations and marking support the planning and development of future planning.
• Regular Pupil Voice interviews carried out by the RE Subject Leader reveal RE is regarded as a fun and exciting lesson that the children look forward to.
• Working collaboratively in a pair or group promotes personal and social communication skills.
• The impact of the teaching of RE at Rickmansworth Park School is measured using Subject Leader learning walks, book scrutinies, analysis of the teacher’s end of year assessments and any other relevant evidence.
• Staff RE CPD is refined to meet any needs highlighted during the year.

What makes our RE curriculum exceptional?

1. It is underpinned by aims, values & purpose.

Article 14 (freedom of thought, belief and religion)

Every child has the right to think and believe what they want and also to practise their religion, as long as they are not stopping other people from enjoying their rights. Governments must respect the rights of parents to give their children guidance about this right.      

2. It develops the whole person – knowledge, skills, understanding & attitudes.

RE is timetabled and takes place every week in line with the number of hours in the statutory requirement. Children are encouraged to share their knowledge and traditions in the classroom and assemblies if they are comfortable to do so. They also bring in artefacts and foods to celebrate religious festivals.        

3. It is broad and balanced.

Weekly RE lessons  include art, drama, games as well as

traditional written work. Children also have access to visits and visitors.

4. There is clear progression in subject knowledge and skills.

Teachers use progression of knowledge not only in the classroom but across the school. Pupils leaving in Year 6 will have covered the six main religions with an emphasis on Christianity.

5. It is filled with rich first-hand experiences.

The staff in the school draw on a range of resources and visitors to give the children first hand experiences particularly when looking at religious festivals and food. A visit from a Holocaust survivor is a unique privilege.        

6. It is flexible and responsive to individual needs and interests.

Individuals are encouraged to share their religious beliefs in a welcoming and excited environment. Children sharing their own traditions and religious practices is welcomed in class.

7. It has an eye on the future and the needs of future citizens.

By promoting tolerance through the understanding of other people’s religious practice and traditions we are working towards a more peaceful and tolerant society. Holocaust education promotes the importance of tolerance.

8. It encourages the use of environments and expertise beyond the classroom.

Children visit a range of places of worship to experience first-hand what other religious environments are like.    

9. It makes meaningful links between areas of knowledge across the curriculum.

RE closely links to other areas of the curriculum especially in promoting tolerance and respect in line with the UNICEF Rights Respecting policies which the school follows. Holocaust education in year 6 is closely linked to the topic of bullying in PSHE.

10. It has a local, national and global dimension.

Faith Visitors including the local vicar and Rabbi offer the children an understanding of religion. We also look at how some countries in the world are predominantly a particular religion.  Holocaust education also looks at modern genocides in the world.

11. It is supported by high quality Subject Leader CPD.

The RE subject leader attends regular meetings of the St Albans SACRE group  and the Watford group set up for local school  RE subject leaders. Use is also made of social media platforms for RE support. There is also training given by Hertfordshire for the RE framework. The subject leader also completes yearly updated Holocaust education at NHMDE.       

12. SMSC is embedded in the curriculum.

This is particularly true for this school. The RE curriculum is designed to fully deliver all aspects of SMSC.

Social, Moral, Spiritual, Cultural Links – RE

Spiritual

RE Knowledge of religious reflection, humanist ideas and spiritual practices, e.g. worship.

Providing opportunities for experiencing space and silence to allow skills in reflection and awareness to develop.

Meeting others who belong to other traditions.

Providing opportunities for experiencing awe, wonder and transcendence.

Moral

Stories with a moral message from other world religions.

Ideas of right and wrong behaviour in world religions.

Individual and corporate responsibility within religious and other communities.

Developing skills of listening, respecting and evaluative judging.

Social

Knowing about and understanding the importance of family and traditions within religious faiths and social groups.

Study of ideas of community in humanism religions.

Researching charities and other religious and non-religious forms of social caring and responsibility.

Cultural

The study of different religions as part of a cultural tradition.

Meeting people from a variety of faiths and cultures, and visiting places of worship.

Exploring how religious and humanist ideas are expressed in different cultures, e.g. food, dress, festivals.